Language Centres at a Crossroads

Research studies now and again promote alternative assessment tools because they engage students in reflective practices that do not only improve the quality of the acquired knowledge, but also enhance responsibility towards working and learning ultimately developing lifelong learning skills. Practitioners often and even several researchers doubt the value of reflective practice through a process of peer learning and peer assessment claiming that the activities are too time consuming and students are not mature enough or lack confidence and motivation to assess peers critically. Therefore, this process is wasteful as it leads to poor quality of work and confusing feedback. However, the situation seems to be changing, and the new generation of students seems to be more ready for this type of learning. The presentation focuses on the research findings based on a process peer assessment and evaluation activity that has been carried out with the first year university students in C1 General English class over the two semesters. An innovative "student conference" model has been used in this study. In the course, all the students have to create three drafts of a presentation that is getting peer evaluation, teacher evaluation, and finally is evaluated by peers during a simulated student conference. One of the key elements to a successful process is modelling. Especially during the peer review stage where a teacher works as a role model presenting good practices of peer review and feedback. Students are introduced to qualitative feedback and positive language. The presentation reviews the most effective strategies and tools that were positively evaluated and deemed effective by the students. Surprisingly and against expectations, students seemed to enjoy the peer review process, and valued it even more than teacher feedback when the peer reviewers were responsible. Students did not expect it to be enjoyable and educational. Not only did students learn more about various topics, but also about presenting skills. Several comments alluded to the idea that the learning process was more rewarding than final evaluation. "Student conference model shows enhanced students' engagement in learning, reflection, and peer evaluation; therefore, supporting clear benefits for students and teachers engaged in the activity, and overall value that the reflective assignment has on learning.

Moksliniai tyrimai nuolatos skatina alternatyvias vertinimo priemones teigdami jog jie labiau įtraukia studentus į mokymosi procesą bei leidžia geriau įsisavinti žinias. Ypač svarbi išliekamoji vertė, nes studentai mokosi atsakomybės dirbant bei mokantis, o tuo pačiu įgija įgūdžius mokytis visą gyvenimą. Tyrime buvo analizuojama netradiciškai pateikta procesinio mokymosi ir tarpusavio vertinimo veikla "studentų konferencija" bendrinės anglų kalbos C1 lygmenyje pirmakursių tarpe dviejų semestrų metu. Priešingai nei tikėtasi, studentams patiko tarpusavio vertinimo procesas ir kai kuriais atvejais, kai pasisakymai buvo rimti, bendraamžių komentarus vertino labiau nei dėstytojo. Studentai nesitikėjo kad jiems bus smagu ir kad jie išmoks kažką naujo bei tuo pačiu geriau supras kaip ruošti prezentacijas. Kai kurie komentarai leido suprasti kad studentams svarbiau tapo pats mokymosi procesas nei įvertinimas. Pristatymo metu bus pristatoma netradicinė procesinė veikla, bet tarpusavio vertinimo procesas bei apžvelgiamos veiksmingiausios priemonės bei studentų požiūris į procesines užduotis bei tarpusavio vertinimo veiklą.

Vaida Misevičiūtėhasbeena lector at Vytautas Magnus University in Foreign Language Institute (UKI) over the past 2 years where she has been teaching a C1 level of General English in face to face and online environment. She specializes in pluralingual education, English teaching methodologies, and most importantly critical thinking and meta cognitive practices in education. The majority of her learning and passion for innovative learning was achieved in Chicago IL where she received an MA in TESOL, and completed several years in a doctoral program in adult education. She was successfully working as an English language instructor at Roosevelt University, Chicago IL, USA for 20 years.